Curriculum | UW-Platteville Online

Take Command of Your Career

ONLINE GRADUATE PROGRAMS
IN CRIMINAL JUSTICE
AND CHILD ADVOCACY

ONLINE GRADUATE PROGRAMS IN CRIMINAL JUSTICE AND CHILD ADVOCACY

Curriculum

MS in Criminal Justice Child Advocacy Certificate
Req. Core: 15 Credit Hours 9 Credit Hours (Can be taken as a part of the MSCJ program)
Req. Electives: 15 Credit Hours

Total:

30 Credit Hours 9 Credit Hours

 

Core MSCJ Courses – 15 Credits

An extensive analysis of the functions, processes, and structures of the criminal justice system: interrelationships among the components of the system, with emphasis on law enforcement, courts, corrections, and juvenile justice are explored.
Learning Outcomes:
By the end of this course you should have an in-depth understanding of each component of the criminal justice system, one involving the interrelationships of individual components both to each other and to our larger society. Issues, challenges, and problems that confront the system today and will confront it in the future will be analyzed.

An extensive examination of the criminological theories and empirical research that support and challenge these explanations of criminal behavior; the central concepts and hypotheses of each theory, and the critical criteria for evaluating each theory in terms of its empirical validity.

Learning Outcomes:

  • To discuss, through description and analysis, the philosophical assumptions of various criminological theories. The readings present comprehensive analysis of current theories and represent the policy implications of each.
  • To provide a clear picture of how crime is measured and what types of crime are most frequent and costly to society. The readings present techniques for measuring the amount of crime (e.g., official crime statistics, victimization surveys, and self-reported surveys), crime and its cost (e.g., crimes of violence, property crimes, white-collar crimes, organized crime, and victimless crimes), and the dimensions of crime (e.g., regional variations in crime rates within the United States, variations in crime rates by community, temporal variations in crime rates, and variations in crime rates by sex, age, race, and social class).
  • To present you with the history of criminological thought from the eighteenth- and nineteenth-century schools of criminology (classicism and positivism) through the twentieth century. The areas covered include biological and psychological factors, as well as social and economic bases of crime (e.g., social disorganization theory, relative deprivation theory, anomie theory, strain theory, differential opportunity theory, subculture of violence theory, southern culture of violence, gender socialization, doing gender, power-control theory, feminist theory); social control and commitment to social agents (e.g., drift theory, techniques of neutralization theory, social control theory); learning to commit crime (e.g., differential association, labeling theory, reward-risk perspective); opportunities and facilitating factors (e.g., routine activities theory, targets of crime and facilitating factors such as alcohol, drugs, and firearms); and criminal career involvement (e.g., life-course theories).
  • To help you understand and conceptualize criminological theory as dynamic, this course provides an eclectic collection of contemporary and classical readings that examine criminological perspectives from past to present. The readings selected are the most essential pieces of work that have had or are now having an impact on criminological theory and research. Some were instrumental in creating a theoretical tradition, others in extending or integrating existing perspectives in important ways. Additional selected readings present the policy implications of criminological theory.

An analysis of the needs, functions, utilization and effects of informal and formal social control mechanisms; theoretical perspectives on social control and law, and empirical examination of theories of law as a social control mechanism.

Learning Outcomes:

  • Appraise the historical development of social control in the United States.
  • Compare and contrast the consensus and conflict perspectives of society.
  • Distinguish and analyze the various sources of law and their purposes in this country.
  • Differentiate various laws and impacts on formal and informal social control mechanisms.
  • Differentiate and evaluate the various methods of inquiry.
  • Compare and contrast the various theoretical perspectives of social control.
  • Assess various mechanisms of social control.
  • Have an understanding of the critical role class structure and one’s social standing plays in the commission, enforcement, and punishment of crime in the U.S.
  • Critically analyze how law behaves in relation to one’s class standing, racial make-up, and gender.
  • Distinguish the effects one’s race has on how laws are created, enforced, and punishment is applied.
  • Understand the racial inequality present in the criminal justice system.
  • Describe how females have been affected by the gender equality movement in relation to their involvement in crime, victimization, and punishment.
  • Appraise the role of corrections as a means of social control.
  • Compare and contrast the various enforcement strategies and alternatives to incarceration.
  • Assess the effectiveness of various crime control programs like gun control and drug policies.

An analysis of the various criminal justice research methods and statistical procedures, with emphasis on research design, questionnaire construction, the construction and use of surveys, uses of available data, methods of collecting and analyzing data, the testing of hypotheses, the drawing of inferences, and the writing of the research report.

Learning Outcomes:

After completing this course, you will be able to:

  • Better understand the current state of knowledge relative to criminal justice research.
  • Better understand the basic research and statistical concepts and operations in criminal justice research.
  • Identify the varied methodologies and statistical techniques available for research in criminal justice.
  • Understand and interpret research findings published in journal articles in criminal justice and other social science research.
  • Better understand the role of survey analysis and evaluation research in shaping policy and programs in the criminal justice system.
  • Demonstrate strong writing and analytical skills.
  • Demonstrate the knowledge and skills necessary to effectively utilize research and statistical techniques in criminal justice agencies and in advanced graduate level courses.

or

This graduate level course will focus on the key concepts, methods, and issues in the field of evaluation research. Students will be exposed to the theoretical, methodological, and utilization of evaluation approaches in order to design, implement, and assess the most effective programs. Specific focus will center on needs assessment, impact assessments, monitoring, applications of various quantitative and qualitative techniques, and proposal writing. A review of basic research methods principles will also be provided.Learning Outcomes:

By the end of the course, you should:

  • Be familiar with basic research method principles.
  • Understand the value of evaluation, and the appropriate uses of evaluation research.
  • Have an understanding of the history, definitions, and key concepts of evaluation research.
  • Know how to access relevant evaluation research literature.
  • Have skills in conducting evaluability assessment, determining program goals and objectives, and determining the needs of populations served.
  • Know how to identify political and ethical issues associated with program evaluation.
  • Be able to review and critique the design, implementation, and findings of an evaluation.
  • Be able to write an evaluation proposal.
Based on individual interest and consultation with an advisor, the student will be required to write an advanced research paper on a specific topic; the independent empirical research should serve as a capstone to the student’s educational experience, and as a bridge to the student’s future in the criminal justice field.Prerequisites:  CRIMLJUS 7030, CRIMLJUS 7130 or CRIMLJUS 7730, CRIMLJUS 7230, and CRIMLJUS 7330. Contact advisor for prior approval and registration instructions.

or

Completion and defense of a carefully delineated scholarly work advancing an original point of view as a result of research. The topic chosen must reflect the student’s area of emphasis, and must be approved by a thesis committee.Prerequisites:  CRIMLJUS 7030, CRIMLJUS 7130, CRIMLJUS 7230, and CRIMLJUS 7330 Contact advisor for prior approval and registration instructions.

 

Elective Courses – Must total 15 credits to complete program

(each course is 3 credits unless otherwise noted)

At risk youth present many challenges to society, families, and the educational system. Further, the issues that put youth at risk interfere with their ability to be successful in many areas of their lives. Consequently, in many cases, they find themselves “in trouble” with the law. This course is intended to assist the educator, counselor, and/ or police officer in understanding the factors that put a child at risk, as well as presenting a model of intervention and remediation to decrease and/ or eliminate the risk. Practical strategies will be discussed.Learning Outcomes:

  • Students will be able to have literature-based discussions on all topics presented in the course.
  • Students will be able to reflect on course material by writing a summary of new learning acquisition and framing how this is relevant to one’s area of study and/or profession.
  • Students will write a research paper focusing on one or more strategies that eliminate or decrease risk factors present in youth.
  • Students will be able to conceptualize a case using the case conceptualization model taught in the course.
A study of the principles, doctrines, and selected rules of criminal law; the sources of substantive criminal law and historical development of common law principles of criminal responsibility; constitutional constraints on the decision to define behavior as criminal.Learning Outcomes:

  • Describe and apply the concepts identified, including but not limited to void for vagueness, rule of law, void for over-breadth, fundamental right, reasonable person, and equal protection of the law.
  • Describe and apply the concepts identified, including but not limited to appellate, citation, case reasoning, case issue, dissenting opinion, stare decisis, and precedent.
  • Describe and apply the concepts identified, including but not limited to intent, mens rea, concurrence, causation, ignorance, mistake, elements of crime, legal duty, crimes of conduct, crimes of harmful result, and constructive possession.
  • Describe and apply the concepts identified, including but not limited to attempt, conspiracy, solicitation, preparation, substantial steps, extraneous factors, and voluntary abandonment.
  • Describe and apply the concepts identified, including but not limited to purpose, knowledge, strict liability, proximate cause, intervening cause, and culpability.
  • Describe and apply the concepts identified, including but not limited to vicarious liability, mere presence rule, complicity, prima facie proof, and tort.
  • Describe and apply the concepts identified, including but not limited to intent, diminished capacity, duress, insanity defense, intoxication, and syndrome defenses
  • Describe and apply the concepts identified, including but not limited to 1st-degree intentional homicide, 2nd-degree intentional homicide, reckless homicide, negligent homicide, heat of passion, murder, and manslaughter.
  • Describe and apply the concepts identified, including but not limited to consent, statutory rape, non-consensual sexual activity, assault, battery, personal restraint, and false imprisonment.
  • Describe and apply the concepts identified, including but not limited to robbery, burglary, assault, battery, rape, and mental illness.
  • Describe and apply the concepts identified, including but not limited to vagrancy, prostitution, poor, quality of life crime, and disorderly conduct.
  • Describe and apply the concepts identified, including but not limited to The Patriot Act, terrorists, “homegrown” terrorists, treason, sedition, sabotage, and espionage.
A study of case law defining constitutional constraints on police behavior in the areas of arrest, search and seizure, interrogation, identification and investigation; rules on the exclusion of illegally seized evidence.Learning Outcomes:

After completing the course, students should be able to:

  • Define the concepts of seizure, search, reasonableness and probable cause through U.S. Supreme Court cases concerning the Fourth Amendment.
  • Define “custody” and “interrogation” through U.S. Supreme Court cases interpreting the Fifth and Sixth Amendments.
  • Explain how the concept of due process under the Fifth and Fourteenth Amendments has been defined by the U.S. Supreme Court in identification and investigation procedures.
  • Identify the view of the U.S. Supreme Court majority regarding the proper role of courts in supervising police behavior in the 1960s, the 1980s, and the present.
  • Identify the holdings of the U.S. Supreme Court in key criminal procedure cases.
  • Distinguish the reasoning of dissenters from that of the majority in key criminal procedure cases.
  • Locate recent lower court cases in which key Supreme Court cases have been used as precedent.
  • Using a standard briefing format, analyze any assigned appeals court case.
  • Define the “new federalism” and appraise its effect on workers in the criminal justice system.

Policing in a democratic society offers a critical and an in-depth analysis of past, present, and future law enforcement functions in the United States. Examines how police as agents of social control operate and function within a democratic society.

Learning Outcomes:

At the end of this course, you should be able to:

Explain the history and development of law enforcement in the United States.

  • Describe the various structures and organizational styles consistent with contemporary police departments.
  • Explore endemic issues facing law enforcement.
  • Explain contemporary issues associated with community-oriented policing.
  • Describe future law enforcement trends.
  • Critically analyze problems, issues, and challenges facing law enforcement agents.
  • Understand Problem Oriented Policing
  • Understand law enforcements role in responding to and preventing terrorism
This course analyzes and critiques the history, comparative perspectives, legal framework, responses to child maltreatment, the skills necessary to do the work, and other pertinent issues pertaining to child maltreatment and child advocacy.

Although individuals have been victimized by crime since the beginning of recorded human life, the study of crime victims, or victimology, is of relatively recent origin. This course provides an extensive overview of the principles and concepts of victimology, an analysis of victimization patterns and trends, and theoretical reasoning and responses to criminal victimization. In addition, this course explores the role of victimology in the criminal justice system, examining the consequences of victimization and the various remedies now available for victims.

Learning Outcomes:

The objectives of this course are to explore and better understand specific crime victim issues such as the following:

The rediscovery of crime victims and the rise of victimology

  • Empirical facts about crime victims
  • Victims’ contribution to crime
  • The nature, types, and prevalence of family abuse and family violence
  • Physical, sexual and psychological child abuse
  • Physical and sexual adult abuse
  • Victimization by strangers
  • Theoretical interpretations on physical abuse, sexual abuse, and other forms of victimization
  • Consequences of family violence and violence across the life course
  • The criminal justice system and professional responses to child and adult violence and abuse
  • Treatment and prevention of family abuse
  • Repaying victims, victim rights and alternative directions

This course examines the law of torts related to police, corrections, and other criminal justice agencies, including concepts of negligence, intent, duty of care, proximate cause, foreseeability, good faith defenses, and other legal doctrines. Both state tort law and federal law (especially under 42 U.S.C. 1983) will be examined. Major U.S. Supreme Court cases will be studied, as well as patterns and trends in federal and state lawsuits regarding civil rights violations and failure to exercise due care. Liability of law enforcement officers, municipalities, correctional officers, corrections agencies and other criminal justice entities is reviewed. Damages, injunctions and other remedies for civil wrongs are discussed, and differences between state and federal law and court processes are examined. P: One year undergraduate accounting or graduate equivalent or consent of instructor or department chair.

Learning Outcomes:

This course is structured so that by the end of the course diligent students will achieve the objectives outlined below:

  • An in-depth understanding of the issues of police officers’ and other officials’ intentional (tortious) acts and unintentional (negligent) acts that subject them and/or their agencies to actionable civil liability.
  • An articulable personal strategy to avoid acting in a tortious or negligent manner, thereby minimizing the potential of being sued personally or of having their agencies sued.
  • An increased sensitivity to the agency relationship a police officer and/or an official of the criminal justice system has with the Constitution.
This course will provide an in-depth overview of the administration and management of criminal justice organizations with an emphasis on police entities. Students in the course will be exposed to a theoretical and conceptual framework which may be used to analyze and more effectively deal with the complexities of contemporary issues confronting law enforcement administrators. Although centered on the law enforcement environment, the principles and issues discussed in this course would be appropriate for administrators in any criminal justice environment.
Learning Outcomes:This course has three major objectives. The first is to provide an overview of the basic premises upon which criminal justice agencies are organized and structured. In order to more effectively assess criminal justice organizational operations, the assigned readings will address a number of areas, including, inter alia, structure and organizational theory of criminal justice organizations, leadership, communication, and day-to-day organizational management.

The second major objective will be to create an ethical framework for every aspect of criminal justice organizational operations. An ethical perspective and analysis will be integrated into each of the specific substantive topics under consideration in this course.

The third overall objective of this course will be to create an understanding that criminal justice agencies are not static entities. In order to conceptualize the administration of criminal justice organizations as a dynamic and evolving process, the course will conclude with discussions of organizational performance evaluation, job redesign and planning, vision, and organizational change and growth.

The course presents a study of the history, theory and practice of contemporary corrections. History will be used to frame and to help explain how certain practices evolved from a particular socio-economic context. The course is intended to encourage analytic thinking about how as a society we respond to legal violations. We will review classic essays describing the social dynamics of punishment. We will also examine factors contributing to the rise of reformatories, parole, and probation from the 1880′s to the present, the emergence of the rehabilitative ideal, inmate adaptations to incarceration, prison rights issues, the move to law and order or “get tough” on crime and the culture of control since the 1990′s.Spierenburg’s discourse on the “spectacle of suffering” documents the transition in thinking about rule violations as a sin against an individual to a sin against the state. He traces the shift in responsibility for regulating violators through a punitive response from the victim or victim’s family to the state. Rothman, in his account of the “invention” of the penitentiary, shows how confinement is transformed into an end in and of itself. Cullen describes a “penal harm movement” that sets forth a long-standing and timeless debate about the impact of contemporary “get tough” policies on the disproportionate or targeted control of ‘dangerous’ or less vested social groups. The course examines the “penal harm” resulting from the ‘imprisonment binge’, the decline of rehabilitation, the abolition or restricted use of parole and the ‘three strikes’ legislation. Specific attention will be paid to systemic challenges posed by contemporary corrections (e.g., jail and prison overcrowding, conditions of confinement, etc.) and the relative effectiveness of various correctional strategies (i.e., incarceration, parole, intermediate punishments, restorative and therapeutic sanctions).

We will attempt to answer a number of basic questions concerning everyday life inside contemporary prisons. For example: Who actually goes to prison and why, and for how long? How do super-maximum, maximum, medium, and minimum security facilities differ? How important is effective management and leadership to the operation of an efficient and safe prison system? What are the inmate subcultures new arrivals are likely to face? How do male and female inmate subcultures differ? How do inmates cope with the pains of imprisonment such as the deprivations of freedom, goods, sex, and social status? How has inmate litigation and federal judicial involvement in the everyday affairs of state prisons and local jails changed correctional policy? What social services and educational or vocational training is actually available for inmates? Is rehabilitation possible? Are adequate reintegrative services provided, particularly for high-risk offenders?

Advanced graduate review of the cultural bases of laws, development of laws, conceptions of justice and patterns of crime; comparison of American criminal justice systems with other Western and Asian justice systems using model countries of China, Japan, India, England, France, Germany, Saudi Arabia, and Turkey for a focus on conflict resolution strategies using police, courts, corrections, and conciliation.
Enhancement of the educational experience through placement of a student with a governmental or private agency; emphasis placed on integration of criminal justice theory and practice through field observation, practical experience, and extensive writing, including daily logs and a final internship paper.
Designed to present to students specialized topics in the field of criminal justice depending upon interest of students and approval of staff.
Students registering for independent study must submit, at or before registration, a description and timetable for completion, signed by the instructor supervising the independent study. The project must be above and beyond the student’s traditional employment requirements. This is to be a graduate level experience, conducted with graduate rigor and culminating in a document of professional quality. The final report must describe and summarize the project in detail; wherever feasible, graphics, figures, data, and equations are to be included.
Law and power and their abuses; law and power in relation to war on crime, deviance, freedom of religion, expression, and civil disobedience; criminal and civil cases; group action.
This course is designed to introduce graduate students to the use of psychological methodologies and theoretical models within the criminal justice system. Special attention is applied to criminal and police psychology with some coverage of forensic psychology.Learning Outcomes:

  • Critically evaluate both endogenous and exogenous theories of criminal behavior.
  • Assess how our personal conclusions influence our interactions with individuals in and out of the system.
  • Evaluate the usefulness of profiling for law enforcement.
  • Evaluate what patterns of behavior may be population-specific.
  • Recommend group-specific interventions.
  • Evaluate impact of personal and professional ethics.
  • Assess current shifts in terrorist ideology.
  • Evaluate commonalities in recruitment and marketing among various domestic groups.
  • Consider appropriate prevention techniques that balance the needs of the community against the freedoms of the individual.
  • Evaluate current screening/selection processes for law enforcement personnel.
  • Identify personality characteristics that facilitate/inhibit long-term satisfaction with law enforcement careers.
  • Review current psychological research in conflict resolution.
  • Evaluate effective implementation of such research into daily practices.
  • Identify significant stressors in law enforcement.
  • Evaluate current intervention strategies to reduce short- and long-term impact of stress on law enforcement personnel.
This course examines crisis intervention models as they apply to suicide, sexual assault, domestic violence, natural disasters, personal loss, and life cycle crises. Students learn to recognize and deal with the psychological and emotional stresses encountered by professionals and paraprofessionals who work with people in crisis.Learning Outcomes:

By the end of this course you will be able to:

  • Critically assess the dynamics of crises and determine appropriate intervention responses.
  • Identify the developmental crises typical in the adolescent and adult life cycle.
  • Understand crisis intervention models and apply them to sexual assault, domestic violence, natural disaster, and bereavement.
  • Articulate the importance of multicultural awareness in crisis assessment and intervention.
  • Employ basic listening and responding skills.
  • Apply systems theory to team approaches in crisis intervention.
  • Apply fundamental professional ethics to crisis intervention situations.
  • Assess your own likely reactions in a crisis situation.
  • Develop strategies for dealing with suicidal people.
  • Apply crisis intervention models in schools, institutions, and human service settings.
  • Develop a plan for debriefing workers after a crisis incident.

This course introduces students to the major psychological theories of personality, as they are applied in criminal justice settings as well as clinical settings. Special attention is given to the application of theories to terrorist motivation.

Learning Outcomes:

  • Cognitive:
    • Explain why research must support any claim we make about personality.
    • Identify the purposes behind personality assessment.
    • Identify the similarities and differences among the various approaches to personality.
    • Critically evaluate the merits of the various approaches to personality.
    • Apply the various approaches to personality to a particular individual.
    • Apply the various approaches to personality to issues in criminal justice.
    • Process and Skills:
      • Increased ability to be a knowledgeable consumer of psychological research and psychological services.
      • Enhanced ability to employ divergent and creative thinking.
      • Enriched use of psychological principles to analyze life situations and perspectives.
      • Affective:
        • Increased curiosity about behavior and its causes.
        • Increased insight into yourself and your own behavior.
        • Enhanced sensitivity and understanding of people who are from different cultural and ideological backgrounds.
A graduate course in abnormal psychology that does not presume prior psychology study. The course places the concept of abnormal psychology in historical context, covers the major mental illnesses and their treatments, and relates content to criminal justice applications. There is a major focus on risk and danger, as they relate to the disorders. P: graduate student status.Learning Outcomes:

  • Cognitive:
    • Knowledge of the history and definition of mental illness
    • Awareness of the major theoretical perspectives on psychological disorders
    • Knowledge of assessment and diagnosis of psychological disorders
    • Knowledge of research methods employed in the study of psychological disorders
    • Familiarity with major research in the field
    • Knowledge of the causes and symptoms of various psychological disorders
    • Knowledge of current approaches to treating these psychological disorders
    • Awareness of legal and community responses to psychopathology
    • Awareness of criteria for differentiation between psychopathology and normality
    • Knowledge of disorders outlined in the Diagnostic and Statistical Manual (DSM-IV) of the American Psychiatric Association
    • Evaluation of strengths and weaknesses of the theories, methods, and research findings
    • Evaluation of the roles of individuality and diversity (e.g., gender and culture) in the development and treatment of psychological disorders
    • Process Skills:
      • Increased ability to be a knowledgeable consumer of psychological research and psychological services
      • Enhanced ability to employ divergent and creative thinking
      • Enriched use of psychological principles to analyze life situations and perspectives
      • Affective:
        • Increased curiosity into behavior and its causes
        • Increased insight into yourself and your own behavior
        • Enhanced sensitivity toward and understanding of people who are mentally ill
The amount of graduate credit allowed for independent study may not exceed a total of four credits. Approval must be secured before independent study courses are begun. Students registering for independent study must submit at or before registration a description signed by the instructor conducting the independent study of the subject to be covered. Independent study may not be used for collecting information for the seminar paper.
An introduction to topics such as human resource planning, equal employment opportunity, selection, training and development, performance appraisal, compensation, safety and health, and employee and labor relations. The impact of laws and of societal and business trends on human resource functions is also presented. Each manager’s role in dealing with human resources is emphasized.Learning Outcomes:

Upon completion of Business Administration 5030, Human Resource Management, you should be able to:

  • Explain each major human resource function to someone with no knowledge of them.
  • Explain the human resource function’s interaction and interrelationship with general management and other areas within the organization to contribute to the achievement of that entity’s goals.
  • Apply fundamental human resource management concepts in real or hypothetical organizations.
  • Examine the ways in which major human resource management activities have had an impact on you as an employee or manager or on someone whom you know well.
  • Explore print and/or electronic resources relevant to the study of human resource management
This course reviews the changing nature of management and explains why gender and race/ethnicity have become important considerations in business. It examines the status of women and people of color in managerial or administrative positions and discusses socialization processes, stereotypes, equal employment opportunity laws, illegal harassment, and power in organizations. Networking, mentoring, work/life balance, and career planning also are addressed.Learning Outcomes:

  • Explain major reasons why diverse populations of women and people of color still are under-represented in top management positions in the United States to someone who is unaware of challenges that members of such groups encounter.
  • Explain the challenges that United States women aspiring to top management encounter with respect to global assignments.
  • Explain strategies women and people of color who wish to become upper level executives in major United States corporations have used to cope with or overcome challenges they face in achieving that goal to someone who is unfamiliar with the nature of their struggle.
  • Explain the general provisions of equal opportunity laws and regulations designed to assist women and people of color in the United States to a person who has little knowledge of them.
  • Explain recommendations for leaders, organizations, and team members who wish to build and sustain effective teams of diverse individuals to someone with no knowledge of relevant issues.
  • Examine ways in which stereotypes and socialization processes in the United States and in your background may have affected your attitude toward and society’s perceptions of women and people of color who wish to become leaders and/or excel in managerial careers.
  • Explain how the ways in which employment decisions are made can aid or hinder equal employment opportunity for women and people of color who wish to advance in leadership roles and/or management positions.
  • Assess the effectiveness of recommended actions to help individuals successfully manage work and family roles in your own or in a friend’s life.
  • Create a plan that a real or hypothetical organization could adopt to help employees effectively manage work and family roles.
  • Explain to someone with no knowledge of developmental relationships at work how cultivating such relationships via mentors, networks, or other means can aid in the career progress of women and people of color.
  • Apply knowledge of challenges that women and people of color face in management to suggest alternatives and possible solutions to real or hypothetical problems involving issues related to gender and/or race or ethnicity.
Organizations, in and of themselves, do not behave, the people within them do. This course will give students a comprehensive view of organizational theory and behavior by studying individual and group behaviors and how these interrelate with the organization’s structure, systems, and goals.Learning Outcomes:

At the end of this course, you should be able to do the following:

  • Apply theory to application, thereby demonstrating an understanding of the theoretical knowledge base of organizational behavior.
  • Analyze how individual and group behaviors act as building blocks to organizational behavior.
  • Analyze team behavior and its effect on productivity.
  • Articulate the importance of organizational behavior in the management of an organization.
  • Research and analyze aspects of organizational behavior.
  • Communicate and interact with team members.
  • Have an increased understanding of APA, Refworks, and Turnitin tools and other resources.
This course will examine the forms and extent of crimes committed by computer and Internet and how these types of crimes challenge traditional approaches of investigation and prosecution. Topics will include 4th Amendment aspects of computer and cyber-crimes, the law of electronic surveillance, computer hacking, online fraud, cyber-bullying, and other computer crimes as well as encryption, online economic espionage and cyber-terrorism.Learning Outcomes:

By the end of this course you should be able to:

  • Identify various definitions and typologies of cyber crime.
  • Understand specific theories of causation as related to a variety of cyber criminal and deviant online behaviors.
  • Define classifications of cyber criminals and analyze their motivations and modi operandi.
  • Understand the extent of cyber crime victimization and associated costs.
  • Assess the role of both the private sector and social control agencies in investigating, prosecuting, and preventing cybercrime

*Required for Child Advocacy Studies Certificate

Course Availability

The chart below indicates the term or terms in which each course is available. This course rotation is subject to change, so please review this page periodically.

Course Fall
2014
Spr.
2015
Sum.
2015
Fall
2015
Spr.
2016
Sum.
2016
CRIMLJUS 6030 Criminal Law NO YES NO NO YES NO
CRIMLJUS 6330 Criminal Procedure and Evidence YES NO NO YES NO NO
CRIMLJUS 7030 Criminal Justice Systems YES YES NO YES YES NO
CRIMLJUS 7120 Policing in a Democratic Society YES NO NO YES NO NO
CRIMLJUS 7130 Criminal Justice Research and Statistical Methods NO NO NO YES NO NO
CRIMLJUS 7230 Criminological Theory YES NO YES YES NO NO
CRIMLJUS 7310 Perspectives on Child Maltreatment and Child Advocacy YES NO NO YES NO NO
CRIMLJUS 7330 Law as Social Control NO YES YES NO YES NO
CRIMLJUS 7340 Cyber Crime NO YES YES NO YES YES
CRIMLJUS 7430 Victimology NO YES YES NO YES NO
CRIMLJUS 7520 Civil Liability in Criminal Justice Agencies NO NO YES NO NO NO
CRIMLJUS 7530 Criminal Justice Administration NO YES YES NO YES NO
CRIMLJUS 7630 Contemporary Correctional Systems: Institutional and Community-Based Corrections YES NO YES YES NO NO
CRIMLJUS 7730 Evaluation and Program Analysis in the Criminal Justice System YES YES NO NO YES NO
CRIMLJUS 7880 Criminal Justice Internship** YES YES YES YES YES NO
CRIMLJUS 7920 Seminar Paper Research** YES YES YES YES YES NO
CRIMLJUS 7940 Special Topics in Criminal Justice** NO NO NO NO NO NO
CRIMLJUS 7980 Independent Study in Criminal Justice** YES YES YES YES YES NO
CRIMLJUS 7990 Thesis Research** YES YES YES YES YES YES
** This is a course that requires approval to register for.

Request Information

To request more information about UW-Platteville’s online graduate programs in criminal justice and child advocacy, fill out the form below and download our free brochure.